Visions of Place: Complex Geographies in Contemporary Israeli Art Educational Guide for Teachers

Introduction

Israel is a complex, fascinating country, the significance of which, for many people, far outweighs its tiny size and population. Yet many in the United States know relatively little about Israel in general, and, particularly, about its vibrant contemporary expressions of art and culture. With this exhibition of the works of a diverse group of 36 contemporary Israeli artists, the curators hope to provide viewers with a rich artistic experience, as well as a series of lenses through which to view and to better understand the complexities of the country as represented through the perspectives of its contemporary artists. The central theme of this exhibition is geography—the relationship to place, in its physical, personal, social, religious, historical, and other manifestations. Geography, conceived in this broad sense, is an inescapable part of Israeli life, its psyche and art, and issues in relation to geography are some of the most pressing in the contemporary world. The exhibition is divided into five sections:

The Past in the Present

People in the Land

Contested Geographies

Interventions: From Destruction to Healing

Diverse Identities

Curricular Connections Visions of Place - Museum Education Program and Teacher’s Guide Activities: The identification of applicable National Arts Education Standards, New Jersey Core Curriculum Content Standards, key terms, website resources, and appropriate post-visit activities will serve teachers as a guide in extending the value of the gallery experience into the classroom both before, and after your visit. Since suggested activities and discussions must be described to cover a broad range of grade levels, all will likely need some modification or adaptation to meet the needs and capabilities of your individual students and/or your curriculum.

Curricular Connections National Arts Education Standards:

Creating: Conceiving and developing new artistic ideas and work Anchor Standard: Students will: 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work. Performing/Presenting/Producing: Performing: Realizing artistic ideas and work through interpretation and presentation. Presenting: Interpreting and sharing artistic work. Producing: Realizing and presenting artistic ideas and work. Anchor Standard: Students will: 4. Select, analyze, and interpret artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. 6. Convey meaning through the presentation of artistic work Responding: Understanding and evaluating how the arts convey meaning. Anchor Standard: Students will: 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work Connecting: Relating artistic ideas and work with personal meaning and external context. Anchor Standard: Students will: 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

New Jersey State Core Curriculum Content Standards:

Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

Standard 1.2 History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures.

Standard 1.3: Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Standard 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

Common Core State Standards for English Language Arts and Literacy 2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational 3. Building knowledge through content-rich nonfiction

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically

and systematically about how past interactions of people, cultures, and the environment affect issues

across time and cultures. Such knowledge and skills enable students to make informed decisions as

socially and ethically responsible world citizens in the 21st century.

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active,

informed citizens who value diversity and promote cultural understanding by working collaboratively to

address the challenges that are inherent in living in an interconnected world.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the individual,

global society, and the environment.

Key Words Community – the people living in a certain place (as a village or city); a natural group (as of kinds of plants and animals) living together and depending on one another for various necessities of life (as food or shelter); a group of people with common interests <the business community> <a community of artists>; a feeling of caring about others in a group <The school fosters a sense of community.> Culture – the beliefs, customs, arts, etc., of a particular society, group, place, or time; a particular society that has its own beliefs, ways of life, art, etc. The views within any society may be extremely diverse. Ethnic – of or relating to large groups of people who have the same customs, religion, origin, etc.; associated with or belonging to a particular group of people who have a culture that unites them. found object – a natural or man-made object used by an artist in a work of art Gaza Strip – refers to a narrow strip of land, bordering Egypt and Israel, on the shore of the Mediterranean. Until 1967, this area, home today to over 1.5 million Palestinians, was under Egypt’s control. It was one of the areas captured by Israel in the 1967 war, in which a small group of settlements was built and a thriving citrus industry was developed. The Israeli government unilaterally dismantled all Jewish Gaza settlements and removed all settlers in 2005. Holocaust – Destruction of six million Jews by the Nazis and their followers and collaborators, in Europe between 1933 and 1945. Other individuals and groups suffered grievously during this period, but only the Jews were marked for annihilation. Today, the word Shoah is widely used. It is a Biblical term meaning widespread disaster and is the modern Hebrew equivalent of Holocaust. Identity – In psychology, sociology, and anthropology, identity is a person's conception and expression of their own (self-identity) and others' individuality or group affiliations (such as national identity and cultural identity); the set of qualities and beliefs that may make one person or group seem different from others such as religion, ethnicity, nationality, gender, etc. Israel – One of the modern countries in the Middle East, established in 1948. It is the land of the Hebrew Bible and is regarded by the Jewish people as their ancestral homeland. It is approximately the size and population of New Jersey. Its population is approximately 75% people of Jewish origin, and 25% people of Arabic descent, but it recognizes over 15 different religions. Its two official languages are Hebrew and Arabic. The population is extremely diverse, with its citizens coming from all over the world. It is a modern parliamentary democracy and a leader in high technology. Palestine – (sometimes also called “the Holy Land” common designation for the area between Syria (to the north) and Egypt (to the south), between the Mediterranean Sea and the River Jordan; the modern state of Israel was carved out of this area. Many of the people of Arabic descent, who live in, or trace their origins to this area, designate themselves as Palestinian. Religion – the belief in a god or in a group of gods; an organized system of beliefs, ceremonies, and rules used to worship a god or a group of gods. Three major religions (Judaism, Islam, and Christianity) have ties to Israel.

Christianity - the religion derived from Jesus Christ, based on the Bible as sacred scripture, and professed by Eastern, Roman Catholic, and Protestant bodies. Islam - the religious faith of Muslims including belief in Allah as the sole deity and in Muhammad as his prophet. Judaism - the religion developed among the ancient Hebrews that stresses belief in one God and (monotheism) faithfulness to the laws of the Torah as they have been interpreted over the centuries; the religion of the Jewish people. Orthodox Judaism – One of the major divisions of Judaism. Adherence to the principles and practices of traditional Judaism through a devotion to the principles of, and study of the Torah, daily prayer, and strict observance of the Sabbath, religious festivals, holidays, and the dietary laws.

Separation Barrier – in general terms is a barrier, wall or fence constructed to limit the movement of people across a certain line or border, or to separate peoples or cultures. The Separation Barrier was built by the Israeli government, beginning in 2000, after a rash of suicide bombings in connection with what is known as the Second Palestinian Intifada, or uprising. While the barrier, which is 97% fence and 3% wall, has drastically reduced Israeli deaths by suicide bombers from the West Bank, it is highly controversial, both from the Palestinian perspective, and in international opinion. Symbolism – the representation of things by use of symbols, esp. in art or literature, or attributing significance to objects, events, or relationships. tallitot - prayer shawls traditionally worn by Jewish men during morning prayers. In more liberal Jewish denominations, women may wear them as well. tefillin (phylacteries) - either of two small square leather boxes containing scripture passages on slips of paper that are traditionally worn on the left arm and the head by Jewish men during morning prayers. In more liberal Jewish denominations, women may wear them as well. Territory – an area of land under the jurisdiction of a ruler or state West Bank – refers to the area west of the Jordan River, where many of the Palestinians who left what became Israel in 1948, settled. The population of this area is primarily Palestinian Arabs.

Web Resources The official exhibition website offers in depth information on the featured artists, artworks, and more. http://israelivisionsofplace.com/ Documentary on Visions of Place by Robert A. Emmons Jr. https://www.youtube.com/watch?v=1qoA2llPxm0 Time For Kids – Brief Info on Israel www.timeforkids.com/destination/israel The Best of Israel w/ Rick Steves – 26:45 min. https://www.youtube.com/watch?v=qeVvuph2WAQ&feature=player_embedded This is Israel (In 60 Seconds) https://www.youtube.com/watch?v=qVsZ7z2Dkkg United States Holocaust Memorial Museum http://www.ushmm.org/ Adler, David A., The Number on My Grandfather’s Arm, (New York: UAHC Press, 1987) Frank, Anne, The Diary of A Young Girl, translated by B.M. Mooyart-Doubleday (New York: Pocket Books, 1972)

The Past in the Present Historical and Biblical Israel as well as the Holocaust In Israel, the contemporary artist interested in alluding to the past has many possibilities: from the ancient, to the present day. Our perspectives on the past shape our views of the present. Artists can focus on, ignore, transform, or put together different aspects of history, and simultaneously show past and present in their works. Historical and narrative or even fictional elements can be merged. In Israel, views of history and geography, the people and the land itself, are interlinked.

Artist: Toby Cohen Title: Sunrise at Masada, 2008 Media: digital photograph What this work is about: Toby Cohen’s Sunrise at Masada is one of a series of panoramic photographs of the Israeli landscape created over the last decade by the artist. These large-scale, carefully staged, composite images collapse past and present, showing people in ancient, historic settings. The photograph is taken from the vantage point of the ancient fortress of Masada, a place of great importance both in the ancient history of Israel, and in its modern culture. The image shows three people, posing as Orthodox Jewish men, dressed for morning prayer in tallitot (prayer shawls) and tefillin (phylacteries). They appear to be ecstatically communing with nature from the ruins of the ancient fortress of Masada, looking out over the barren landscape toward the Dead Sea. About the photo, the artists said: “I began to think about trying to capture people connecting to God. So, through Breslav Hassidism (a particular sect of Orthodox Judaism) and Hassidic meditation, I found people who were at the closest point to God that I had ever seen. They were meditating in nature. And that was the connection between the people, the land and God.”

3 Interview with the artist, quoted in Carl Hoffman, “Trying to Shoot God,” Jerusalem Post, May 7, 2010, n.p. How does this work relate to Israel and the theme of this section, The Past in the Present: In present-day Israel, many ancient historical sites are visited by tourists, including the fortress at Masada. Herod built fortresses throughout the land to provide protection in times of war. Herod's most famous fortress was Masada. Located on the shores of the Dead Sea, Masada was built on a high

plateau. Access was only along a steep, sharply winding path called the Snake Path. At the top, Herod had two palaces: a magnificent three-tiered northern palace complete with columns and frescoes offered a spectacular view of the Dead Sea. A larger mosaic- decorated western palace was probably planned as an administrative headquarters. Herod's architects created water channels and cisterns to provide drinking water. There were large storehouses of food. Discussion Topics: What is the mood of the photo? Give it a title based on the mood. Does the mood fit the history of Masada? Masada is a hill fortress, why were many forts, castles and strongholds throughout history built on a hill? Art Activities: Make a Photo collage – This photo is a composite of multiple views of the landscape and multiple views of the figures. Why do you think the artist created it this way? Would it be possible to take a single image and get this result? Instructions: Take photos of multiple views of the same scene or landscape. Take some pictures of your friends or family to place in the photo. (If you don’t have access to a camera, use existing magazine photos). Choose an emotion as the title of your collage, as well as the main them it expresses, just as the artist chose Joy or Happiness. HINT: Use the Worksheet, Reading a Photograph, included at the back of this guide to help guide students in observing and evaluating the photograph.

Artist: Haim Maor Title: My Father’s Suitcase, 2008 Media: suitcase with light What this work is about: Haim Maor was born in the newly established state of Israel in 1951, only two years after his father David Moskovitz, a Holocaust survivor, immigrated to Israel. This seemingly ordinary object, the artist’s father’s suitcase, bears the number tattooed on his father’s arm in the concentration camp. By reducing people to mere numbers, the Nazis attempted to erase Jews’ humanity and identity. The altered suitcase acts as a reminder of the murder of two-thirds of European Jews in the Holocaust, and as a personal memorial to his father. Artist Quote: “My father's suitcase. He came with it in 1949 to Israel. I never saw it. I found the suitcase after he passed away on 2005 .. . After his passing I cleared the house. In a distant corner in the attic the lost suitcase was found. His name, David Moshkovitz, was written on one of its sides in blue ink, in the hesitant handwriting of a new immigrant. I opened it. It was filled with old Yiddish (the daily language of most Eastern European Jews) newspapers. 18.12.1951 – "Letste Nayes: catastrophale lage in di ma'abarot" ["Latest News: catastrophic situation in the transit camps"]

Fifty years later, the catastrophes and transit camps are still packed in his suitcase. My father was a skilled wandering Jew: his possessions were always ready. I perforated the front. A number in light burst forth from within: 78446.” How does this work relate to Israel and the theme of this section, The Past in the Present: Like tens of thousands of his fellow Holocaust survivors, Maor’s father came to the new state of Israel, which was open to any Jew, unlike almost all the other nations of the world, which had closed their doors to the Jews as the Nazis attempted to annihilate them. It is a powerful reminder that it was only after the Holocaust and the murder of six million Jews that the UN voted to create a Jewish homeland by voting to partition Palestine into Jewish and Arab states, after the British relinquished their colonial control. Six Arab nations immediately went to war with the newly declared nation of Israel, but the Israelis defeated them, and the modern state of Israel was established. Discussion/Research Topic-The Holocaust: What do you think of when you look at this sculpture? How does the use of an old object make you feel? Why and how does the artist use this object to represent his father, the Jewish people, and the Holocaust? What is the significance of the numbers punched into the surface of the suitcase? This work is about memory and loss, by using an ordinary object such as a suitcase to create the work of art, the object serves as a starting point for conversation. This once functional object stands-in for lives once lived, which were interrupted or taken away by the Holocaust. Although the suitcase contained newspaper accounts in local papers, a conspiracy of silence contributed to these tragic events. Would the Holocaust have been as likely to happen in an open, free society, in which viewpoints, attitudes, and feelings are discussed freely and openly? Discussion/Research Topic - Israel becomes a state: Research what happened after World War II that led to the creation of the state of Israel. Why do you think many Jewish people around the world immigrated to Israel after, and even before 1948? For deeper knowledge, who were the Zionists and when did they begin to settle in the land that later became Israel? Who had lived in the former British Mandate of Palestine? Who were they and where did they go? Art Activity 1 Personal Symbolism: This artwork is a subtle yet strong piece about the nature of identity, heritage, and history. Think about the symbolism in this artwork. What does the suitcase represent? Encourage students to think more specifically about the experience of Jews during WWII, the Holocaust, and its aftermath. The artist explores his own identity as a Jew in this artwork, and uses symbolism (symbolism of the numbers, as well as the suitcase itself) as a large part of his message about the history of Jews. Have students create an artwork about them that uses symbolism. They can use any medium, paint, colored pencil, collage, shadow boxes, or found objects. Art Activity 2 Holocaust Tile Wall: At the Holocaust Memorial Museum in Washington DC, there are more than 3,000 tiles created by students from across the United States. These tiles represent their feelings about the Holocaust. The tiles are mounted on the Wall of Remembrance. To create your own wall, have each student create a tag board square with paint or other materials that expresses their feelings about the Holocaust. These paper tiles can be displayed like a quilt.

People in the Land

Zionism, Tourism, the Agricultural Past, and the Present Israel includes followers of the three major monotheistic religions – Christianity, Islam, and Judaism –

and many different ethnicities: Christian Arabs, Muslim Arabs, Bedouin tribes, African immigrants (day

workers and refugees), and Jews of Middle Eastern, Asian, Southeastern, Western and Eastern

European, South and North American, and North African, and Ethiopian heritages. Their cultures differ

widely, and this exhibition, where a number of contemporary artists address topics connected to the

history and role of the various peoples of Israel.

Growing things, of many sorts, including trees, forests, and fruits, figure prominently in a number of

works in this section. The diverse groups of people in Israel relate to the land in different ways. Early

Zionists who came to the land drained disease-causing swamps, planted forests, and established many

new crops. Some of the growing things represented in this section, such as olive trees and watermelons,

are native to this region and have been around since ancient times. Agriculture is vital to Israel’s

economy and agricultural products are among Israel’s leading exports. Other people in the land, such as

Bedouins, were nomadic and grazed their herds on the land. In her work Afarsemon (Persimmon), Tal

Shochat chose to portray a single persimmon tree as if it were a formal portrait. The image of the

Persimmon tree, centered and placed against a black background, stresses its life, beauty, and vitality.

The fallen leaves and fruit scattered around the tree, however, remind us that fruit, like all living things,

live and die, and that all life is both beautiful, and fragile.

Artist: Tal Shochat Title: Afarsemon (Persimmon), 2011 Media: C-print What this work is about: The artist photographed a persimmon tree in an Israeli orchard and set it against a solid black background, as if a timeless portrait. The modern persimmon is one of the important crops in Israel and plays a major role in crop exports. How does this work relate to Israel and the theme of this section, People in the Land: Shochat photographed her fruit tree series in several Israeli orchards, but the trees are taken out of context, bringing the natural and artificial together in each image. Although appearing as if a singular element of an exotic and beautiful Persian garden, the trees in these compositions almost always include fallen fruits littering the ground, symbolizing the cycle of life, a kind of memento mori. Dead fruits contrasted with fresh fruits are a longstanding symbol for the shared human experience of death. Here the beauty of the image is interrupted by a reminder that we all must die. Orchards are an example

of the development of land for cultivation, connecting to Zionist ideals. Israel grows the Triumph variety of persimmon, which is marketed under the Sharon name. However, it is not native to Israel, but China, where persimmons have been cultivated since 1000 BCE. A plant with the Hebrew name of Afarsemon was grown in ancient Ein-Gedi, but is not related to the present day Persimmon fruit. It is mentioned in the Talmud and the Midrash (early Rabbinic texts compiled in the first centuries of the common era), and is believed to be the Balsam plant, from which oils used in fragrances were extracted. Discussion/Research Topic: Mapping Israel and New Jersey—A Comparison

Israel-Geography Area-2013: slightly smaller than New Jersey Climate/Temperature: hot and dry in southern and eastern desert areas Coastline: 273 kilometers on the Mediterranean Sea. Land area-square miles: 8,522 square miles 2013 Land boundaries/Border countries: Egypt, Gaza Strip, Jordan, Lebanon, Syria, West Bank Land use/arable land: 13.68% Crops: More than forty types of fruit are grown in Israel. In addition to citrus, these include avocados, bananas, apples, cherries, plums, nectarines, grapes, dates, strawberries, prickly pear (tzabbar), persimmon, loquat (shesek) and pomegranates. Israel produces vast quantities of flowers for export. Flower exports in 2000 exceeded $50 million. There are also large herds of dairy cows. Location: Middle East, bordering the Mediterranean Sea, between Egypt and Lebanon Natural Resources: timber, potash, copper ore, natural gas, phosphate rock, magnesium, bromide, clays, sand Terrain: Negev Desert in the south; low coastal plain; central mountains; Jordan Rift Valley

New Jersey-Geography

Area --Land area in square miles: New Jersey covers 8,722 square miles, making it the 47th largest of the 50 states; New Jersey is about 150 miles long and 70 miles wide. Climate/Temperature: New Jersey has a fairly moderate climate, with cold winters and warm, humid summers. The state's temperature ranges from a July average of 23°C (74°F) to -1°C (30°F) in January, with a more pronounced difference between north and south in the winter. Coastline: General coastline 130 miles; Tidal shoreline 1,792 miles Land boundaries/Border states: New Jersey is bordered by New York on the north and by the Delaware Bay and Atlantic Ocean on the south. On the east, New Jersey is again bordered by the Atlantic Ocean. On the west, New Jersey is bordered by Delaware Bay and Pennsylvania. Land use/arable land: 15.23% (717,057 acres out of 4,707,009 acres) Location: New Jersey is a state in the Northeastern and Middle Atlantic regions of the United States. Natural Resources: The natural resources in New Jersey include its forests, streams and beaches. Wetlands, estuaries and bays are also resources in the state. In addition, the state is abundant in various crushed stones, including traprock and granite. Crops: apples, blueberries, cranberries, peaches, strawberries, potatoes, tomatoes, corn, hay and soybeans, with a market value of nearly $850 million. Livestock production represented another $138 million in market value. Terrain: New Jersey is a region with a high variety of geographical features in a small area. New Jersey's natural environment preserves a range of habitats ranging from the Atlantic shore to the Appalachian Mountains. The area can be broken into five regions, corresponding roughly to geological zones. These regions from north to south are the Appalachian Valley and Ridge, Highlands, Newark Basin Piedmont, Inner Coastal Plain, and the Outer Coastal Plain. The sandy uplands of South Jersey are home to the Atlantic coastal pine barrens. Surrounding the Pine Barrens, along the coast and covering the Inner Coastal Plain and Piedmont, are the Northeastern coastal forests. The Highlands consist of Appalachian-Blue Ridge forests which grade into Allegheny Highlands forests in the far northeast.

Discussion/Research: Comparison of geography and topography of Israel versus New Jersey. How do they compare? Look for similarities and differences. Topography Select a geographic area in Israel, and a geographic area in New Jersey. List the crop/main produce, and main product of that area. For example, for the NJ shore, it would be tourism. Make a list of main agricultural products for Israel, and one for New Jersey. Does any produce show up on both lists? Why or why not, how does the climate affect the crops that grow? Have half the class choose Israel, and half New Jersey and New Jersey and answer the following: 1) What are the main physical feature(s)of Israel/New Jersey? [Select one or split up into subgroups and each take an area or particular habitat.] 2) What is the most abundant type of vegetation? 3) Compare and contrast this with your city, town, or community.

Artist: Orly Maiberg Title: Crossing the Sea of Galilee, 2012 Media: oil on canvas What this Artwork is About: Each year an annual distance swim takes place at the Sea of Galilee, the Cross Kinneret Swim. The artist, who has undertaken this swim herself, paints a work that interprets this event with strange, haunting imagery. Swimming the Galilee is a speed contest that has been running annually for fifty years. Thousands of amateur and professional swimmers alike are drawn every year making this a one of the world’s largest open water competitions. How does this work relate to Israel and the theme of this section, People in the Land: The figures appear as moving unthinking to the water en masse. The Sea of Galilee holds religious, cultural, and national symbolism. Twentieth-century Jewish pioneers established an early cooperative farming village (kibbutz), Kvutzat Kinneret, in the area of the lake in 1908-09. This kibbutz is considered part of the foundation of kibbutz culture, an important tenet of early Zionism. Does the image differ from your idea of a typical day at the beach? The painting uses a somber and cold color scheme, and depicts a great mass of people aimlessly moving toward and around a body of water. This pessimistic view of an event typically thought of as fun proposes the idea that the people of Israel have been wandering aimlessly for generations, just as the people portrayed on the canvas.

Discussion Topic-Shared Cultural Event: In this painting, the artist has focused on an event, a place, an idea, that represents a part of their shared culture in Israel.

Select a place or event in which all Americans, or New Jerseyans, or people in your town participate. (4th of July Fireworks/Parade, outdoor picnic or barbecue, special town event, or your visit to the beach). Choose one item or image that encapsulates or symbolizes that event. Or, pick a recurring theme that is an important part of your heritage and identity and illustrate it. This could be a holiday, piece of clothing, food, place, or event that is a crucial part of your personal history.

Contested Geographies Separation barrier, Settlements, Gaza, and the West Bank This section of Visions of Place groups together artworks that deal with what have been, and continue to be, two of the most significant sites of the Israeli-Palestinian conflict: the Gaza Strip and the West Bank. Many contemporary Israeli artists have created work focusing on these areas from a variety of different perspectives. Though the conflict over these lands is complex and specific to this region of the world, the struggles of those involved in the conflict are not unique. By taking a closer look at the following images, students will gain a better understanding of territory and separation on a personal and global level.

Marginal Notes, 2010 Oded Balilty Archival print

What this artwork is about: In this image, Oded Balilty, a Pulitzer-Prize winning photojournalist, gives us an image he entitles Marginal Notes. Although the artist does not identify the subject beyond its enigmatic title, it is a view, from the Israeli side, of the Separation Barrier between Israel and the West Bank, erected by Israeli authorities, after the Second Palestinian Intifada, or uprising. DISCUSSION QUESTIONS How does this image make you feel? Do the colors, weather conditions, or other factors affect you emotionally? Why do you think people put up fences/barriers? What are some everyday barriers you have noticed or encountered? ACTIVITY Define Your Personal Territory- inspired by National Geographic Education Applicable to any grade level Materials Needed: -large paper -drawing materials: pencils, markers, crayons 1. Introduce/discuss the concept of personal space- Sit or stand in a place that is unusually close to one of your students, without touching the student. After a minute or so, the class should begin to wonder what you are doing. Ask: Do you feel like the space around you is being “invaded” or entered without your permission? Explain that everyone has personal territory, or space, in which they feel comfortable. 2. Discuss examples of student territories such as desks in class, bedrooms, or places they frequent or have ownership over. Include the territories of family members, neighbors, pets, and others. 3. View Oded Balilty’s photograph as a reference. Using a blanket, large piece of paper, or by moving the furniture in your classroom around, create a physical separation barrier with half of the class on either side. This will give students an understanding of what it might be like to live in a contested region. 4. Have students draw or photograph their space from their own perspective, and present their work to the class.

Interventions: From Destruction to Healing How Conflict Leaves its Marks on the Land and the Call for Peace The Modern era in Israel has brought remarkable achievements and progress on many fronts, but has also been shadowed by conflict, war, and violence. The state of Israel, in its brief history, echoes this dichotomy. As a nation, it has achieved a great deal, but has never been entirely free from the shadow of conflict and violence. Modern artists, from Picasso, in Guernica, to Maya Lin with her Vietnam Memorial, have made war and conflict a subject of their work, with Picasso concentrating on the destruction of war, and Lin focusing on healing from its effects. Israeli artists, like many others around the world, also choose to respond to conflict, war, and violence in their creative practices.

Artist: Tal Amitai-Lavi Title: Direct Hit / The House on Nahalal St. Haifa(1), 2009-10 Media: threads on Perspex

What this artwork is about: Representing conflict, Tal Amitai-Lavi’s, Direct Hit / The House on Nahalal St. Haifa is based on a photo from the Second Lebanon War in 2006 by Lenny Maschkowski. Amitai-Lavi appropriates images from the internet that deal with houses or remnants of houses that have survived natural disasters or war. She is particularly fascinated by domestic architectural structures, which she then translates into ethereal constructions, employing black sewing thread on clear Perspex. The works are labor-intensive and process-oriented. The contrast between the delicacy of the materials and the content of the work results in a compelling image at once beautiful and terrible. Life is perilous; consciousness and memory are elusive. How this work relates to Israel and the theme of this section, Interventions (Conflict): In Israel, these ruins are caused by missiles fired from Lebanon, the country directly to the north of Israel. In Israel’s brief history as a modern nation (1948), the following wars/conflicts have occurred:

War of Independence 1948-49

Sinai War 1956

Six-Day War 1967

War of Attrition 1967-70

Yom Kippur War 1973

1982 Lebanon War

2006 Lebanon War

Gaza War 2008-09 Discussion/Research Topics- This artwork would have taken many hours of work. The artwork took a long time to create, but the building was bombed and destroyed in a matter of seconds. Have you seen ruined or abandoned buildings? In this country, they are not ruined by the effects of war, but by neglect, fire, water, abandonment, or age. Israel has put defenses in place. One defense mechanism is the Iron Dome technology. Iron Dome is an air defense system used by Israel to intercept and destroy short-range rockets, artillery shells and mortars fired from distances of up to 45 miles. Art Activity: Simple: Using embroidery thread or yarn, make a linear image using only the thread. You can either glue it down or you can use yarn on sandpaper—it sticks until you move it. Try making the outline of a building or ruin, you can look at magazine images, a real structure, or you can make up an imaginary building. More Complex: Take a photo of a building or locate one from a magazine or newspaper. Lay a piece of clear plastic mylar over the picture. Using string, yarn, or embroidery thread, glue down to create an outline of the building and of sections within the building. When you are done, remove the photograph from underneath so that you are left with the mylar and thread.

Artist: Ariane Littman Title: The Olive Tree, 2011 Media: still image from video

What this artwork is about: A trilogy by Ariane Littman entitled Wounded Land addresses the issues of mapping and borders. Littman transforms road maps, aerial maps, and historical maps into objects that are used in performance art and videos. After the terrorist attack on the popular Café Moment in Jerusalem in 2002, she decided to document the growing numbers of fences and checkpoints around the city and took a position as a news photographer, which enabled her to cross borders. Littman wanted to transcend what she viewed as “the existential chaos prompted by almost daily terror attacks on Israeli civilians inside the city.” However, through her reporting, she also became aware of what she describes as “the resulting plight of the Palestinians.” She began to alter maps, which she incised, cut, and reshuffled, assembling them into new artworks where she controls the placement of borders; but in reality, borders can’t change by cutting and reworking them in paper. How this work relates to Israel and the theme of this section, Interventions (Peace): Littman began to create performance works around these issues. Through her artwork, Littman attempts to gain some control over a paralyzing situation, but it is an impossible task. The second of the videos in the trilogy (three video series), and representing the theme of Peace, - is The Olive Tree. In this performance she bandaged a dead olive tree at the Hizma checkpoint, located at the north-eastern

entrance to Jerusalem, one of the entrances to the West Bank. The music in the video is sung by two Israeli women, one Jewish and one Palestinian. They weep for the dead and for the city of Jerusalem now surrounded by new walls. Discussion: Look up the symbolism and meaning of the olive tree; what does it mean to extend or offer an olive branch? In this video, the artist is bandaging the tree as though it is a person that needs to be healed. The tree is a symbol for the land and the people in that land. Are there other symbols for peace and healing that you can cite? What are they? This is a video still from a longer video in which the artist repetitively wraps the tree, slowly binding all of its trunk and branches, as if it were a wounded person in need of healing. Artwork: Find more symbols of peace, healing, friendship, and/or understanding. Using one or more of the symbols of peace and/or healing, create a work of visual art. Or using actions that demonstrate the concepts of peace, healing, and friendship, come up with an idea for a brief video and make a 60-second video on your phone. It can demonstrate a repetitive action such as that shown in the video, or can show a brief story with you and 1 or 2 friends as actors.

Diverse Identities Gender, Sexual Orientation, Nationality, Ethnicity For a very small country, one with a population of about 8.4 million, Israel’s citizens, including its artists, reveal remarkable diversity and complexity of identities. Identity, referring to the set of qualities and beliefs that make a person different from others can include religion, ethnicity, nationality, gender, sexual orientation among others. One’s identity is multi-faceted and particular to them as an individual. The following artists communicate their feelings on identity not only in the product of their work, but through the process by which they create the work.

Agria Matia 3, 2006 Anisa Ashkar Digital print

Palestinian Arab-Israeli artist Anisa Ashkar uses performance art and photography to explore many facets of identity, power, and mythology. This self-portrait photograph, with text in Arabic written on her face, moves a straightforward image into the mythological realm, referring to Medusa in Greek mythology, who could turn men to stone with her gaze. The text reads: It is time to come, I, who is coming soon. The sleep and the death are one. For several years, while creating this series of photographs and performances, Anisa Ashkar would wear this text on her face through the streets of Tel Aviv. It is noteworthy to mention that the calligraphy she wears is an art-form reserved for men in the Islamic world. For a woman to practice this art-form is a statement in itself. DISCUSSION QUESTIONS What does identity mean to you? What do you identify with: culture, religion, nationality, etc.? How does a person express his or her identity outwardly to the public? Why do you think the freedom to express identity is so important? ACTIVITY Elevating the Ordinary Selfie Anisa Ashkar’s work communicates ideas of identity through performance, photography, and self-portrait. These portraits thoughtfully use physical appearance and body language to express emotion, ideas, and self-identity. Every day we present ourselves to the outside world through clothing, hair styles, make-up, accessories and more. Some are more forthcoming than others in presenting their true identity for a variety of reasons. In the following activity students will get the opportunity to emulate the work of Anisa Ashkar while creating photographic self-portraits that express their own unique identities; taking selfies to the next level! Materials Needed: -cameras or phones -backdrop (optional) -props and clothing/costuming from home This activity can be completed individually or in small groups. 1. Discuss the self-portrait as a means of expression of identity. One can be almost positive that students have all taken countless selfies on their phones, but may not have been deliberate in clothing and background choice, lighting, perspective and cropping. After viewing the work of Anisa Ashkar, and discussing the artist’s strategic choices, encourage students to think about how they will present themselves through a premeditated self-portrait. 2. Decide if you would like students to work alone and at home, or in pairs/small groups in class. If students work together (each individual would act as director of their own photo shoot, while the rest of the group assisted) it could be a wonderful opportunity for them to share a bit of themselves with each other. However, some students may be uncomfortable sharing so use discretion. 3. Students will plan their portraits using thumbnail sketches. Have them make decisions regarding color, mood, clothing, lighting, backdrop, and cropping of the image. They can take several photographs to create of series that varies slightly, but should ultimately be able to choose one to present. 4. Students will need planning time, prep time (for props, clothing, backdrops, etc.), time to photograph and edit, and time to present their final image to the class. 5. Consider creating a classroom Instagram account to post the final images with captions written by the students about their work.

Wonder Jew, 2004-08 Tamir Zadok Postcards (installation) In his series “Wonder Jew,” represented by a series of images on postcards displayed like typical tourist souvenirs, Tamir Zadok turns the negative stereotype of the ‘Wandering Jew,” who refused to accept Christ and was condemned to wander, on its head. Zadok brilliantly satirizes this image, by “snapping” photos of himself, in his Israeli army uniform, proudly standing in front of major monuments around the world, proclaiming that wandering is a choice, not a punishment. ACTIVITY Personalized Postcards Tamir Zadok’s extensive traveling is an integral part of his identity. Through his postcard series he presents himself in the landscapes of the world. Place can mean so much to our identities and can even inform and shape who we are. In the following activity students will create a postcard to highlight a place that is of great importance to them and their identity as an individual or as part of a family or community. Materials Needed: -cardstock or heavy paper (cut to size 4”x6”) -printed photos -magazines, photos from the web (optional) -scissors -glue -writing implement

1. Students will identify a special place which holds considerable meaning to them. This could be their home, religious institution, sports field, favorite street/hangout in town, or even a place they have not yet visited but hope to in the future. 2. If their chosen place is local, students will take a photograph of themselves standing in that place. The framing of these photographs will be inspired by the classic tourist photo demonstrated by Tamir Zadok. If it is impossible for a student to physically visit their chosen place they can collage an image of themselves into an image found online or in a magazine. 3. The images will them be transferred to one side of the cardstock, leaving the other side blank. 4. Using the empty side of the postcard, students will write a traditional postcard letter to a friend or family member as if they are currently visiting the place in their photograph. In this letter students will describe their place and why they chose it.

Research & Discussion Activity: The Jewish Diaspora 500 BCE - 500 CE

Image from : http://www.friends-partners.org/partners/beyond-the-pale/eng_captions/04-4.html

Tamir Zadok’s postcard series alludes to the nomadic lives of the early Jewish patriarchs and the later forced diasporas of the Jewish people, beginning with the Babylonian captivity through the Roman Diaspora, continuing with numerous forced expulsions from countries in Medieval Europe, and ending with the internment and murder of Jews by the Nazis in WWII. 1) Have students do research on the scattering of the Jewish people throughout the world, also known as a diaspora. Students can be assigned different periods to research (either individually or in groups), such as ancient, Roman, medieval, and WWII. Additionally, assign one student or group to research the founding of the modern state of Israel. After finishing their research, they should report back to the class. Make the assignment as formal or informal as you would like. 2) Once students have made their presentations, discuss the historical events as a class. How do students feel about the diasporas and persecutions of the Jews? What do they think about the founding of modern Israel? How are these events linked? The Middle East over the last 60 years has been a region of wars, conflict, and terrorism. How is what is happening in the present related to the history of the Jewish people; what is the interplay between Jewish history and modern problems in the Middle East? What do the students think about it all?

Student Name (s)

Reading a Photograph Title of Photograph (if known) Photographer (if known) Date of Photograph (if known or best guess from clues in photo)

What I Observe: People Clothing Location Objects Environment/Other

Conclusions and Questions: What do I think about the photograph? What is it about and what is happening? What questions can’t I answer from this photograph? Did the photographer do anything unusual in making this photograph?

Does the title help to figure out the photo? How or How Not? What title would I give?

Mission: To provide performances, exhibitions, education programs, and community projects that inspire a full appreciation and enjoyment of the arts, create meaningful opportunities to participate in the arts, advance the central role of the arts in PreK-12 education, and increase understanding of the

arts as essential to cultural integrity and quality of life.

CENTER STAFF Dr. Cyril Reade, Director

Nancy Maguire, Associate Director of Exhibitions Noreen Scott Garrity, Associate Director of Education

Carmen Pendleton, Community & Artist Programs Manager Miranda Powell, Arts Education & Community Arts Program Assistant

The Center for the Arts’ Education Programs serving the PreK-12 schools and Community Arts

Programs serving Camden City have been made possible with funding from the following generous contributors:

Campbell Soup Foundation • Geraldine R. Dodge Foundation • National Endowment for the Arts The Big Read • NJF Lead Foundation • Subaru of America Foundation • The New Jersey State Council on the Arts/Department of State, a partner agency of the National Endowment for the Arts • the Rutgers-

Camden Dean’s Office-Arts and Sciences, and many individual contributors.

Rutgers-Camden Center for the Arts

Stedman Gallery • Gordon Theater • Black Box Studio Walt Whitman Stage • Mezzanine Gallery • Johnson Park

Rutgers, The State University of New Jersey Camden, New Jersey 08102-1403

Tel 856.225.6306 Fax 856.225.6597